A review of the Greenhouse Effect and Climate Change in High School Textbooks

Abstract

The recent reintroduction in the Italian high school curricula of civic education, especially concerning sustainable development, opened the field to the design, implementation, and evaluation of teaching-learning sequences, focusing on the greenhouse effect and climate change, in high schools. These themes have gained weight in the student curriculum and, consequently, more space is being devoted to them in high school textbooks. In this work, we report on a critical analysis we performed, concerning the actual presence of improvements in the treatments dedicated to these topics in current textbooks. Furthermore, starting from the results of previous studies, we will compare our findings with those present in the literature, highlighting any improvements found.